• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
TPL Week 4 Reflection - Andrea Ness
 

TPL Week 4 Reflection - Andrea Ness

on

  • 201 views

 

Statistics

Views

Total Views
201
Views on SlideShare
201
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    TPL Week 4 Reflection - Andrea Ness TPL Week 4 Reflection - Andrea Ness Presentation Transcript

    • TPL Week 4ReflectionAndrea NessMontpellier Primary School
    • Action Plan
    • Speaking &ListeningGoal SettingThe following activity will beimplemented during Week7 during Literacy Rotations.
    • Grade 5 Goal Setting – Students will highlight their levels in order to find their points of need and to identify individual goals . 3.0 3.25 3.5 3.75 4.0 Semester 1 – C Semester 1 – B Semester 1 – A Semester 1 - C Semester 2 - C Semester 2 - C Semester 2 - B Semester 2 – A I can speak and listen to others in I am aware of the purpose, audience I consider the purpose and audience I can take into account the situation, I can adjust my speaking for different different situations e.g. Playground, and the setting for short when I prepare my presentations. purpose and audience when contexts, purposes and audiences. classroom, at home or in group work. presentations. preparing presentations. E.g. formal I can use different graphic organisers or informal language I can plan, rehearse and make I can take part and am willing to I can plan and organise my ideas for to prepare my plan for a spoken presentations for various purposes. share my ideas informally on familiar a presentation and research presentation e.g. Mind maps, flow I can prepare, plan, organise, create and unfamiliar topics e.g. talk about background information. diagrams. and present oral performances/ I can use direct and reported speech the highlights of my weekend presentations e.g. plays, to compose a newspaper report. (familiar) or talk about immigration I can prepare, create and present I can prepare, create, and present advertisements, speeches, poetry, (unfamiliar). performances and presentations e.g. oral performances for a range of points of view. I can present a prepared speech Plays, radio broadcasts, recounting a spoken texts e.g. Debates, reports, using voice techniques and body I can say the same information and narrative, poetry or debates. plays, instructions for a procedure I can use different strategies to language. ideas using different words if and narratives. organise my ideas to be presented someone doesn’t understand me. I can choose my words carefully for a e.g. using an appropriate spoken I can change my tone, volume and task and can decide how I will adjust I can choose a language style style, researching information. pace of speech to highlight the I can speak clearly using a nice tone, my pace, volume, and pitch to (including word choice to suit the meaning and make my presentation correct speed and volume so that support my presentations. text) and change my tone, volume I can ask questions to learn more more interesting for the listeners. that others can hear me easily when and pace of speech to improve my about topics and to make speaking to the class. I can rehearse my performance and presentations. conversations last longer. I can say my point of view and use change it if needed. examples of personal experiences. I can use different materials such as I can design a spoken set of I can practise my presentations and notes, cue cards, PowerPoint’s or I can understand and use more instructions to explain how to do a change the pace, volume, pitch and I can use different strategies to pictures to support my spoken difficult idioms e.g. I’ll wait until the particular procedure. the way I say words to enhance enhance listening to texts e.g. Note presentation. cows come home. meaning when speaking. taking & summarising. I can use multimedia to enhance I can use a range of images and I can listen carefully to lots of different meaning when communicating ideas I can stay on topic when presenting a I can understand how a speaker’s sounds (conventional and electronic) spoken texts (live and recorded) and information to others in a point of view or an opinion. beliefs, values and experiences affect to support my oral presentations. about familiar ideas and information presentation e.g. PowerPoint. their presentations. and can: I can give a summary of the main I can listen carefully to spoken texts, Use questioning to I can listen carefully to a range of ideas and supporting details after I can use key ideas from a short including factual texts and can: understand other peoples spoken texts and can: listening to others’ presentations. presentation of up to 5 main sections Identify the topic. presentations. Identify a speaker’s topic, to make my own version. Retell information correctly. Explain the main points and purpose and point of view. I can listen to spoken messages that Ask questions to give me a supporting reasons for the Use different listening present points of view and use I can understand the main ideas and better understanding. idea. strategies e.g. predicting, information to present my own supporting details to summarise them Discuss the information that I checking my understanding, opinion on the topic. for others. learnt. I can help prepare and present Use different recording tasks Give reasons to support my performances with a small groups while listening e.g. Note I can identify specific language use in I can listen to opinions offered by opinions. e.g. I listen carefully and support taking several presentations that target a others and offer other viewpoints. others, take turns of roles within the particular issue. e.g. emotive, I can work well in a group by listening group (leader), work together to I can respond to spoken and descriptive etc. I can use skills to work as part of a to others, accepting their ideas, reach a final result. multimodal texts (e.g. Speech, video, group to collect ideas and enhance sharing my ideas and discussing theatre, etc.) that include unfamiliar I can respond positively to listener my understanding. e.g. Respecting different options. ideas and information. feedback e.g. Follow a suggestion by others opinions, problem solving and the listener and change features such responding to questions. I can perform different roles in a as pace or volume. group discussion e.g. Listener, leader or supporter. I can participate effectively in groups
    • My Speaking & Listening GoalName: Date: G Goal: O A L PLAN W What speaking and listening strategies will help me? What work habits will stop me? I L L 1. 2. S How will I know I have achieved my speaking & listening goal? U C C E S S S Now I have achieved my speaking & listening goal, what worked for me and how will I sustain this? U S T A I N
    • ClassroomAssessmentTaskComposing a News Bulletin
    • Speaking & Listening Assessment Task - Semester 2Task Outline:As a group your task is to work together to record a news report bulletin.Each member of the group needs to choose a current event from the newsand research it further. From this research, each person compiles a newsreport to share this information with others. Each group will record theirnews report bulletin using the flip cameras.During the presentation of the news reports, you will be paired with anotherstudent to complete a feedback sheet as well as choose a way to recordthe key information that you learn from of their presentation.WAL:To work as part of a team to compile news reports by researching,summarising and presenting information so that others can learn from thepresentation.Please note: The following page identifies what students will need toachieve to reach a certain level.
    • What does an ‘A’ look like? What does an ‘B’ look like? What does a ‘High C’ look like? What does a ‘Low C’ look like? (4.0) (3.75) (3.5) (3.25)I can adjust my speaking for different contexts, I can take into account the situation, purpose I consider the purpose and audience when I I am aware of the purpose, audience and thepurposes and audiences. and audience when preparing presentations. prepare my presentations. setting for short presentations. E.g. formal or informal languageI can plan, rehearse and make presentations for I can use different graphic organisers to prepare I can plan and organise my ideas for avarious purposes. I can prepare, plan, organise, create and my plan for a spoken presentation e.g. Mind presentation and research background present oral performances/ presentations e.g. maps, flow diagrams. information.I can use direct and reported speech to plays, advertisements, speeches, poetry, pointscompose a newspaper report. of view. I can prepare, create, and present oral I can prepare, create and present performances performances for a range of spoken texts e.g. and presentations e.g. Plays, radio broadcasts,I can present a prepared speech using voice I can use different strategies to organise my Debates, reports, plays, instructions for a recounting a narrative, poetry or debates.techniques and body language. ideas to be presented e.g. using an appropriate procedure and narratives. spoken style, researching information. I can choose my words carefully for a task andI can change my tone, volume and pace of I can choose a language style (including word can decide how I will adjust my pace, volume,speech to highlight the meaning and make my I can ask questions to learn more about topics choice to suit the text) and change my tone, and pitch to support my presentations.presentation more interesting for the listeners. and to make conversations last longer. volume and pace of speech to improve my presentations. I can rehearse my performance and change it ifI can say my point of view and use examples of I can practise my presentations and change the needed.personal experiences. pace, volume, pitch and the way I say words to I can use multimedia to enhance meaning when enhance meaning when speaking. communicating ideas and information to others I can understand and use more difficult idiomsI can use different strategies to enhance in a presentation e.g. PowerPoint. e.g. I’ll wait until the cows come home.listening to texts e.g. Note taking & I can stay on topic when presenting a point ofsummarising. view or an opinion. I can listen carefully to a range of spoken texts I can listen carefully to lots of different spoken and can: texts (live and recorded) about familiar ideasI can understand how a speaker’s beliefs, values I can give a summary of the main ideas and Identify a speaker’s topic, purpose and and information and can:and experiences affect their presentations. supporting details after listening to others’ point of view. Use questioning to understand other presentations. Use different listening strategies e.g. peoples presentations.I can use key ideas from a short presentation of predicting, checking my understanding, Explain the main points and supportingup to 5 main sections to make my own version. I can listen to spoken messages that present Use different recording tasks while reasons for the idea. points of view and use information to present my listening e.g. Note takingI can understand the main ideas and supporting own opinion on the topic. I can help prepare and present performancesdetails to summarise them for others. I can respond to spoken and multimodal texts with a small groups e.g. I listen carefully and I can identify specific language use in several (e.g. Speech, video, theatre, etc.) that include support others, take turns of roles within theI can listen to opinions offered by others and presentations that target a particular issue. e.g. unfamiliar ideas and information. group (leader), work together to reach a finaloffer other viewpoints. emotive, descriptive etc. I can perform different roles in a group result. discussion e.g. Listener, leader or supporter.I can use skills to work as part of a group to I can respond positively to listener feedback e.g.collect ideas and enhance my understanding. Follow a suggestion by the listener and changee.g. Respecting others opinions, problem solving features such as pace or volume.and responding to questions. I can participate effectively in groups to collect ideas and increase my knowledge e.g. Respecting others opinions, problem solving and responding to questions.
    • Presentation & Performance Rubrics – This assessment tool will be used by teachers to assess students presentations. Context Communicating of Ideas Speech, Listening & Responding Presentation Support Resources/ Group Interaction Tone & volume Strategies (If applicable) 3.0 Students can vary their Students can participate in everyday Students can project their voice Students listen attentively to spoken texts, including Students can use a range of images and Students can display effective speaking speaking and listening conversations and speak informally on adequately for an audience and use factual texts and can: sounds (conventional and electronic) to and listening skills in peer group oral for a small range of familiar and unfamiliar topics. appropriate spoken language Identify the topic. support their oral presentations. communication activities. E.g. They contexts, purposes and features. E.g. Formal situation: speak Retell information accurately. listen to and acknowledge audiences. Students can modify spoken texts to clarify in complete sentences, select and Ask clarifying questions. Students can use cueing strategies to support contributions, share knowledge, discuss meaning and information for others. pronounce words correctly and Volunteer information. their presentations (E.g. Debates, narratives, alternatives and compromise. speak at an appropriate volume and Justify opinions. persuasive pieces.) speed. 3.25 Students are aware of Students can prepare, produce and Students can adopt an appropriate Students listen attentively to a range of spoken texts, live Students can plan and organise a subject Students can actively contribute to the the purpose, audience present performances and presentations. verbal style and can decide how and recorded, about familiar ideas and information and matter for spoken texts and research and preparation and presentation of and the context for short e.g. Plays, radio broadcasts, recounting a they will adjust pace, volume, pitch can: prepare background information. performances when working with small presentations. narrative, poetry or debates. and pronunciation to enhance their Use relevant questioning to clarify the meaning groups e.g. They listen constructively Students can rehearse their performance presentations. of others’ presentations. and support others, take turns of roles and modify it appropriately. Identify main points and supporting details. with the group (leader), work together to collate an outcome. 3.5 Students consider the Students can prepare, produce, and Students can adopt an appropriate Students listen attentively to a range of spoken texts and Students can use multimedia to enhance Students can perform various functions purpose and audience present oral performances for a range of verbal style (including word choice to can: meaning when communicating ideas and in a group discussion e.g. Listener, in preparation of their spoken texts e.g. Debates, reports, plays, suit the text) and use a variation in Identify a speaker’s topic, purpose and information to others in a presentation e.g. leader or supporter. presentations. instructions for a procedure and narratives. tone, volume, and pace of speech to perspective. PowerPoint. add emphasis to their presentations. Use various listening strategies e.g. predicting, Students can design a spoken set of clarifying, analysing. Students can use various graphic organisers instructions to explain how to do a Use various recording procedures while to prepare their outline for a spoken particular procedure. listening e.g. Note taking presentation e.g. Mind maps, flow diagrams. Students can give appropriate responses to spoken and multimodal texts that include unfamiliar ideas and information. 3.75 Students take into Students can prepare, plan, organise, Students can rehearse presentations, Students can use effective questioning to learn more Students can use appropriate strategies to Students can use discussion strategies account the context, produce and present oral performances/ with attention to variation of pace, about topics and to sustain conversation. organise the subject matter to be presented for participating effectively in groups to purpose and audience presentations e.g. plays, advertisements, volume, pitch and pronunciation to e.g. Adopting an appropriate verbal style, collate ideas and enhance their Students can give a summary of main ideas and when preparing speeches, poetry, points of view. enhance meaning when speaking. researching information. knowledge e.g. Respecting others supporting details after listening to others’ presentations presentations. opinions, problem solving and and multimodal texts. Students can stay on topic when responding to questions. presenting a point of view or an opinion. Students can listen to several spoken messages that present points of view and then synthesis to present their own opinion on the topic. Students respond constructively to listener feedback e.g. They rephrase to clarify or follow a suggestion by the listener. 4.0 Students can adjust their Students can plan, rehearse and make Students can vary tone, volume and Students can analyse how a speaker’s beliefs, values and Students use various strategies to enhance Students can use discussion strategies speaking to account for presentations for various purposes. pace of speech to emphasis the experiences affect their presentations. listening to texts e.g. Note taking, for participating effectively in groups to context, purpose and meaning. paraphrasing & summarising. collate ideas and enhance their Students can use a knowledge of direct Students can use key ideas from a short presentation of up audience knowledge e.g. Respecting others and reported speech to compose a to 5 main sections to compose their own version. opinions, problem solving and newspaper report. Students can identify the main ideas and supporting responding to questions. Students can present a prepared speech details of spoken texts and summarise them for others. utilising voice and body techniques. Students can identify opinions offered by others and offer other relevant viewpoints Students can sustain a point of view and provide succinct accounts of personal experiences.
    • ICPAL Model Ideas
    • ICPAL MODEL ACTIVITIES (Example from document compiled) IDEASWord banksThematically-based groups of words that are related to a topic or theme can be brainstormed bythe whole class or small groups of students. Cut out pictures from magazines, newspapers,brochures or have students draw or write them.Semantic websStart with a central word and draw different web parts coming from it. Brainstorm how the wordsgo together and where they best fit.CategorisationWhich category do words fit into? For example, if you have the category of ‘animals’, you willhave domestic animals/pets; farm animals and zoo animals; and animals that belong in thejungle, forest, snow, etc. Some more ideas include: school, home/house, animals, sports,occupations, nature, colours, shapes, places, transport, countries, and food.Description bingoTake a group of pictures that are different and make bingo cards. The students have to listen toattributes of the pictures to guess which picture they have – the types of attributes to bedescribed (without giving the name) would include: what category it belongs to; what it looks like;its shape, size, colour, and number; what it does, and where you find it.Twenty questionsA student must think of something (e.g. person/place/thing) and the other students ask questionsabout it to work out what it is. They must try to narrow down what it might be by excludingcategories.Celebrity headsThree students are at the front of the class. The rest of the students can see theirperson/place/thing headband. The students who do not know what their word is must work it outby excluding categories through a process of elimination. By adding places and other objects,you have more of an opportunity to expand the vocabulary range used for students.
    • Speaking & Listening Quickies for Whole Class Activities
    • Professional ReadingThe Best of Both LiteraciesBy Margaret Weigel & Howard GardnerEducational Leadership March 2009Developing Oral Language in PrimaryClassroomsEarly Childhood Educational JournalVol. 32 No. 6 June 2005